日本英文学会九州支部第 68 回大会

68
2015
10
24
27
25
1
840-8502
812-8581
1
6
19
1
TEL (092) 642-2393 FAX (092) 642-2393
E-mail: [email protected]
HP: http://kyushu-elsj.sakura.ne.jp
2015-16
2015-16
840-8502
1
TEL 0952-28-8113
15
•!
4
4
11
12
63
•!
•!
10
20
2
http://kyushu-elsj.sakura.ne.jp/
http://www.saga-u.ac.jp/gaiyo1/campusmap/index.html
208
1,000
840-8502
1
10
24
13
30
13
14
10
1
2
3
111
121
125
15
17
30
1
2
3
111
121
125
18
10
30
20
30
5,000
3,000
25
10
10
40
11
20
12
12
40
1
2
3
4
111
121
125
129
14
15
00
30
211
211
1
1
122
1
1
124
123
1
2
68
2015
1
10
24
1
00
13
1
1.
25
24
1
13
10
30
14
111
Under Western Eyes
2.
2
1.
10
The Collector
121
2.
3
1.
125
Adjunction
LF
2. A Contrastive Study of Negative Polarity Items between Chinese and English The Case of renhe and any
WANG JINDAN
15
1
111
2
121
3
17
30
125
____________________________________________________________________________
18
30
20
30
CAFE SONESS
5,000
840-8502
1
TEL 0952-40-2911
→
1
_____________________________________________________________________________
2
10
9
25
20
1
10
1
1.
2.
3.
4.
111
10
40
11
20
12
12
40
3,000
5.
2
Records of Early English Drama
121
1.
The Haunted Man
2.
3. Wild Irish and Gentle English Stereotypical Imagery in Grace Stebbing’s “Wild Kathleen, or Both Sides
of the Channel”
Nikolay Gyulemetov
4.
18
5.
3
1.
2.
125
Tim O’Brien
If I Die in a Combat Zone
3.
4. Karen Tei Yamashita
5.
4
1.
2.
129
There
The Things They Carried
3.
―
4.
5.
14
00
211
15
30
211
1
10
24
------------------------------------------------------------1
111
1.
Under Western Eyes
19
20
1857-1924
Under Western Eyes
Under Western Eyes
Joseph Conrad
20
1911
Razumov
Conrad
2.
The Collector
John Fowles
The Collector
Jean Baudrillard
Miranda
Clegg
Clegg
2
121
1.
1960
50
1965
1988
/
20
1960
/
2.
1986
3
125
1.
Adjunction
―
LF
scope
Raising
(1994))
Orphanage
Adjunction
(Cinque (2008))
(Del Gobbo (2003, 2007))
DP
CP
Del Gobbo
(Kayne
LF
LF
illocutionary
force/clause type
2. A Contrastive Study of Negative Polarity Items between Chinese and
English: The Case of renhe and any
WANG JINDAN
This study is a tentative research to characterize the syntactic properties of negative polarity
items through the observation of the phenomena in Chinese and English, paying attention to
the contrast between renhe and any.
(1) a. I have*(n't) got any medicine.
b. wo *(bu) renshi renhe ren.
I
not know
any person
“I don’t know anybody”
(2) a. *Any student did not come to school.
b. * renhe xuesheng meiyou wenti.
any student not have questions
“No students have questions.”
(3) a.
Did you eat anything?
b.
ni chi *renhe/shenme dongxi
le
ma?
you eat
any/what
thing
ASP Qu?
“Did you eat anything?”
There are both similarities and differences between the NPIs in Chinese and English.
Although both require negative expressions with a specific syntactic relation as in (1) and (2),
renhe cannot be used in questions unlike any, as in (3). In place of renhe, an indefinite
wh-phrase shenme is widely.
In this study I want to explicate the distribution of renhe and identify its NPI status in light
of the minimalist theory. Based on this syntactic study, I want to see whether Chinese has the
same structure as English in negative sentences.
--------------------------------------------------------1
111
20
16
(1595)
15
(1599)
15
1790
20
20
“John Bull”
“John Bull”
20
1820
2
121
1960
50
1950
Saul Bellow
“I
am an American”
WASP
Augie March
Henderson the Rain King (1959)
100
1960
1950
Javier Moscoso
theatrical
―
Hans-Thies Lehmann
Tennessee
Williams
Rajiv Joseph
Vito Acconci
Sarah Kane
Ron Athey
Bartholomew Fortuno Steven Millhauser
House of Leaves
Evelyne Ender
Ellen Bryson
The Transformation of
“The Barnum Museum”
Mark Z. Danielewski
3
125
Chomsky (1995)
(phase)
(Chomsky
(2000, 2001, 2008))
(extraposition)
(labeling algorithm) (Chomsky (2013, 2014))
(gerund)
―
(fragment)
(free indirect speech/represented speech)
(1)
(indirect speech)
(1)
(direct speech)
(free indirect speech/represented speech)
a.
The small boy could not understand. He thought, “What is work? Why is my brother
working? What delight comes to a man from working?”
(direct speech)
b. The small boy could not understand. He asked himself what work was, why his
brother was working and what delight came to a man from working. (indirect speech)
c. The small boy could not understand. What was work? Why was his brother working?
What delight came to a man from working?
(free indirect speech)
Crnič and Trinh (2009)
(root sentences)
(Hiroe (2013, 2014))
2
(1)!
(2)!
(3)!
(1)
I saw a boy yesterday that I didn’t know.
I saw [DP a boy tCP ] yesterday [CP that I didn’t know].
―
―
I saw [DP a boy] yesterday [CP that I didn’t know].
(2)
―
Internal Merge
―
Chomsky (2013, 2014)
Merge
(evaluate)
―
transfer
Chomsky
External Merge
―
Internal Merge External Merge
Merge over Move
Merge
(interpretation)
phase
―
phase
Minimalist
GB
(1987)
Phase
Abney
Pires (2006)
Phase
―
CP
―
Minimalist
(Sentence Fragment)
2
10
25
------------------------------------------------------------1
111
1.
2.
1812
3.
‘authority’
3
5
1
6
4.
(1564 - 1593)
Vice
(1592)
Devil
5.
Records of Early English Drama
REED
Records of Early English Drama
16
17
1979
23
1583
REED
REED
2
121
1.
The Haunted Man
―
Charles Dickens
Dickens
The Haunted Man
19
Redlaw
Milly
2
influence
2.
――
(Thomas Hardy)
Crowd, 1874)
(Far from the Madding
3. Wild Irish and Gentle English Stereotypical Imagery in Grace Stebbing’s
“Wild Kathleen, or Both Sides of the Channel”
Nikolay Gyulemetov
“Wild Kathleen, or Both Sides of the Channel” (published serially in 1881) is a short novel
by Grace Stebbing about three young girls in late Victorian England. Throughout the story
Kathleen is depicted as a rebel, refusing to conform to the rigid image of a Victorian lady,
challenging the rules and getting herself and her friends in trouble. The depiction and
development of the characters shows a variety of stereotypical imagery (social, gender, moral
and ethnic) about what young girls are and can aspire to be. The purpose of this presentation is
to discuss the role and influence of this imagery as part of Stebbing's work as well as its
position in the Victorian educational system for young girls.
4.
18
――
18
Max Novak
Disguise’
18
19
―
5.
3
1.
125
‘Age of
2. Tim O’Brien
If I Die in a Combat Zone
Tim O’Brien
If I Die in a Combat Zone
The Things They Carried
The Things They Carried
20
2
O’Brien
Tim O’Brien
If I Die in a Combat Zone
The Things They Carried
3.
(CE IV 8)
(CE IV 14)
(CE XIV
173)
1857
(Nondescript)
4. Karen Tei Yamashita
Karen Tei Yamashita
Yamashita
Yamashita
Yamashita
5.
4
129
1.
2.
There
There
2
(Milsark (1974))
(1)
a. There is a man in the room.
b. There exists a man in the park.
(2)
There
(Rochemont & Culicover (1990))
a. There walked into the bed room a unicorn.
b. There crossed her mind a most horrible thought.
be
there
Nakajima (1996)
(1)
Nishihara (1999)
there
there
CP
(2008))
vP
Rizzi (1997)
(Maeda
3.
―
Chomsky (2013, 2014)
TP
―
CP
Chomsky (2014)
T
―
TP
C
Wh
T
C
wh
φ―
Q―
TP
wh
wh
wh
4.
(1976)
(2014)
(1981)
Hinds (1986)
(2004, 2009)
(2005)
(2005)
natural path
natural path cf. Langacker (1991)
5.
211
The Great Gatsby
Occurrence at Owl Creek Bridge”
1946
Great Expectations
1974
“An
1962
26
YouTube
1956
1984
Dickens in Japan: Bicentenary Essays (
)
20
Thomas Hardy, The Hand of Ethelberta (Everyman Paperback) Wilkie Collins, Miss or
Mrs?, The Haunted Hotel, The Guilty River (Oxford World’s Classics) Norman Page
Mary Elizabeth Braddon, John Marchmont’s Legacy (Oxford World’s Classics) Norman Page
G. K. Chesterton, Charles Dickens (Wordsworth Editions)
Oxford
Reader’s Companion to Hardy (Oxford UP) Charles Dickens in Context (Cambridge UP)